Visual and Performing Arts Framework-Complete - Free Downloads (CA Dept of Education)

Component Strand:

Dance

Processing, Analyzing,

and Responding to Sensory

Information Through

the Language and Skills

Unique to Dance

Music

Processing, Analyzing,

and Responding to Sensory

Information Through

the Language and Skills

Unique to Music

Theatre

Processing, Analyzing,

and Responding to Sensory

Information Through

the Language and Skills

Unique to Theatre

Visual Arts

Processing, Analyzing,

and Responding to Sensory

Information Through

the Language and Skills

Unique to the Visual Arts

Students perceive and respond,
using the elements of dance.
They demonstrate movement
skills, process sensory informa­
tion, and describe movement,
using the vocabulary of dance.
Development of Motor Skills,
Technical Expertise,
and Dance Movements
1.1 Demonstrate increased
focus, physical control,
coordination, skill, and
accurate reproduction in
performing locomotor
and axial movement.

ability and skill to sus­
tain longer and more
complex movement
sequences for expression
in a variety of dance
styles.
1.3 Demonstrate risk taking
in generating bigger and
stronger movements
through space in rehearsal
and performance.

Comprehension and Analysis
of Dance Elements
1.4 Identify and use a wider
range of space, time, and
force/energy to manipulate
locomotor and axial
movements.
Development of Dance
Vocabulary

vocabulary to describe

everyday gestures and

other movements ob­

served in viewing live or

recorded dance perfor­

mances. (Descriptions

may take the form of a

drawing or video/com-

puter documentation.)

Students read, notate, listen

to, analyze, and describe

music and other aural infor­

mation, using the terminology

of music.

Read and Notate Music

1.1 Read, write, and perform

intervals, chordal pat­

terns, and harmonic

progressions.

1.2 Read, write, and perform

rhythmic and melodic

notation in duple, triple,

and mixed meters.

1.3 Transcribe simple aural

examples into rhythmic

notation.

in the treble or bass

clef (level of difficulty:

1 on a scale of 1–6).

Listen to, Analyze,

and Describe Music

the use of various

genres, styles, and

cultures, emphasizing

tonality and intervals.

1.6 Describe larger music

forms (canon, fugue,

suite, ballet, opera, and

oratorio).

Students observe their

environment and respond,

using the elements of

theatre. They also observe

formal and informal works

of theatre, film/video,

and electronic media

and respond, using the

vocabulary of theatre.

Development of the

Vocabulary of Theatre

of theatre, such

as playwright,

rehearsal, dress

rehearsal, run-

through, and cold

reading, to describe

theatrical experi­

ences.

Comprehension and

Analysis of the Elements

of Theatre

1.2 Identify dramatic

elements within a

script, such as fore-

shadowing, crisis, rising

action, catharsis, and

denouement, using the

vocabulary of theatre.

Students perceive and

respond to works of art,

objects in nature, events, and

the environment. They also

use the vocabulary of the

visual arts to express their

observations.

Develop Perceptual Skills

and Visual Arts Vocabulary

1.1 Describe the environ­

ment and selected works

of art, using the elements

of art and the principles

of design.

1.2 Identify and describe

scale (proportion) as

applied to two-dimen-

sional and three-dimen-

sional works of art.

Analyze Art Elements

and Principles of Design

1.3 Identify and describe the

ways in which artists

convey the illusion of

space (e.g., placement,

overlapping, relative size,

atmospheric perspective,

and linear perspective).

how the elements of

art and the principles

of design contribute

to the expressive

qualities of their own

works of art.

1.0 Artistic Perception

Grade Seven Content Standards

1.2 Demonstrate increased

1.5 Use appropriate dance

1.4 Sight-read melodies

1.5 Analyze and compare

1.1 Use the vocabulary

1.4 Analyze and describe

Indicates a key content standard for the grade level. See page 23 for information on key content standards.